The current study explored text-based and animated narrative vignette (ANV) social simulations to specifically examine pre-service teachers' social cognitions and personal identities. The personal and social identity and narratives of a sample of eight randomly selected elementary preservice teachers were examined in depth out of 44 pre-service teachers. Content analyses revealed that ANV social simulations provide a psycho-educational outlet to engage in reflective cognitive processes that can engage pre-service teachers in expressions of joy and healing related to positive and traumatic events from their childhood school-related experiences. This article discusses how ANVs can provide a way of learning about personal and social identity through a critical examination of self using ANV social simulations as reflections of past school experiences.
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